Staff wellbeing: Burnout, self-care & beyond

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Staff wellbeing: Burnout, self-care & beyond

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Wellbeing can be defined by two factors: how an individual feels, and how an individual functions. This is a bidirectional relationship - when we feel good we function well: we are better teachers, leaders, friends or parents. Conversely, when we are stressed, overwhelmed or exhausted, our functioning and wellbeing suffers (Evans et al., 2021). 

Education, and the role of teachers, is ever-evolving, and has drastically changed in the past 20 years. There has been increases in expectations, variation within roles, technology shifts, and new mental health and pastoral care elements, all occurring within the school day. All the while, education remains fast paced and dynamic, where teachers are entrusted with the job of helping students grow emotionally and intellectually. The modern teaching role is now one which is multifaceted, with teachers integrating new technologies alongside increased expectations and responsibilities. The modern teacher requires flexibility and dedication to the role, in order to meet the needs of their students, and provide education which aligns with academic approaches and expectations of the modern schooling environment, all the while attempting to meet their own professional goals and endeavors. 

When you consider the wide scope of skills a teacher is required to engage in on a daily basis, it is understandable that reported stress levels of school leaders are increasing, as expectations continue to escalate with no evidence of slowing down. While there has been a recent spotlight on improving mental wellbeing and skill development within schools, often this focus has targeted the students, rather than the staff. Therefore, it is important that teachers are equipped with information, support and strategies to manage their own self care to enable ongoing wellbeing success, as lack of access and support contributes to low staff wellbeing scores, decreased sense of career satisfaction and challenges with workplace retention (Savill-Smith & Scanlan, 2022; Lipscomb et al., 2022). 

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What is burnout?

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Research highlights that 89% of school leaders report experiencing stress at work. Further, teaching professionals are more likely to experience symptoms of depression, compared to the general population (32% vs 19%) (Evans et al., 2021). While some stress in the workplace is to be expected, the absence of support and the increase of workplace demands can contribute towards teacher burnout - the psychological difficulty that develops in response to chronic work stress (García-Carmona et al. 2018; Saloviita & Pakarinen, 2021). There are three key signs and symptoms of burnout:

1. Feelings of reduced competence and professional efficacy 
2. Persistent cynicism and pessimistic perspectives 
3. Emotional exhaustion which can display as difficulties in emotion regulation and expression.
   (Madigan & Kim, 2021).

Burnout can have a huge adverse effect on teachers, such as:

• Sleep issues 
• Feelings of irritability, decreased mood and ability to concentrate
• Diminished physical health, high blood pressure, muscle tension, headaches
• Over or under eating, substance abuse
• Cognitive impairment, such as frustration, exhaustion, memory difficulties
• Depression and anxiety
• Increased apathy for the role
• Decrease in workplace productivity, motivation and satisfaction (Crowe, 2021)

Due to its near debilitating impact, it is vital that steps are taken to prevent or to mitigate the effects of burnout. This can be done through the establishment and implementation of a self care plan, alongside enhanced support within the workplace. 

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Leadership considerations 

Mitigating stress is not a solo effort. Within a school, school leaders have a key role to play, as teacher wellbeing has a direct impact on student outcomes and the performance of a school as a whole. A well teaching body will reflect positively overall on a school, whereas a stressed or burnt out teaching body will have negative implications. When the quantity of work required exceeds the time available, or when the demands of a job is too complex for an employee's current resources, this must be addressed. There are a number of strategies schools can implement to enhance teacher wellbeing and reduce the risk or impacts of burnout. These include: 

1. Providing regular, relevant training 
2. Give more time to complete tasks 
3. Delegate reasonable responsibilities 
4. Create and maintain a positive and supportive team culture
5. Focus on long term solutions, not quick fixes
6. Give trust and promote autonomy
7. Recognise and reward achievements 
8. Prioritise social connectedness across staff
9. Provide development opportunities 

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Managing stress and avoiding burnout through self care

On an individual level, self care is a key tool in enhancing wellbeing. Self care is the deliberate dedication of time, energy, or resources to focus on your own health and wellbeing. It is a crucial skill to learn and implement, as with increased self-care routines comes improved wellbeing, which acts as a protective factor against symptoms of burnout and other mental health challenges. Additionally, when we are well, we are better able to give to others. 

In schools, there are many positive outcomes when teacher self care is encouraged. This includes enhanced collaboration, support and trust, and increased energy, motivation and dedication within the workplace. In contrast, an absence of teacher self care is often seen to have a negative impact on teacher wellbeing. In these environments, teachers may experience feelings of shame or guilt for taking a break, they may compare themselves with colleagues’ work output, and feel unable to request sick leave when needed. This culture encourages busier professionals who experience daily stressors and reduced opportunities for restorative activities, who are more likely to reach burnout as a result of reduced support and wellbeing. 

With this in mind, how do teachers build and maintain their own wellness? 

• Connect: Prioritise time with people who can be there to listen, and focus on things that matter. This may be by going for a walk together, calling someone, or attending a support group. (Stark, Daulat, & King, 2022). 
• Begin your day with something positive: Do something in your morning routine you enjoy, such as spending time with pets, doing yoga, eating your favourite breakfast.
• Creating healthy habits: Instill healthy sleep hygiene habits, ensure you are hydrated and nourished, and schedule in daily movement.
• Downtime: Identify things that make you calm, happy, or help you switch off after a stressful day. This could be listening to music, lighting a candle, painting, reading, playing your favourite game, doing group activities etc.
• Take a break: Sometimes the role of a teacher does not allow for breaks within the school day. Ensure you put 10-15 minutes aside when you get home to decompress and reset. This can tie into your relaxation or enjoyment activities.  
• Practise self-compassion: Accept that you are only human. Often teachers have an innate desire to support and encourage students and fix all problems that arise. Be aware of all the things you do for your students, but also what is outside your ability, and know that it is enough. Remind yourself “I did everything I could today”. Leave the responsibilities of the day at the school gates. 
• Ask for help: Linking back to “being human”, it is ok to need support and guidance from others. Take time to reflect and process on experiences in the classroom, and reach out to colleagues or other professionals when needed. 

Through instilling positive self-care routines, your mind and body have the opportunity to recharge, process and rest. The process of taking care of ourselves first allows us to then be more present in other areas of our lives and give more to others also (Crowe, 2021).

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Spotlight on: Mindfulness

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Mindfulness is a key wellbeing and self care tool with many benefits. Given the responsibilities of being a teacher, mindfulness is a valuable and beneficial skill to cultivate, as when teachers integrate mindfulness into both their teaching and personal practices, benefits can be seen in overall wellbeing, resilience, and efficacy in and outside the classroom, benefiting not only the teachers, but students also. 

Mindfulness is the practice of present-moment awareness which exists within a framework of openness, acceptance, and avoiding harm. Rather than reacting automatically and on impulse to external and internal experiences, mindfulness encourages a considered, thoughtful, regulated approach to dealing with difficult emotions and environments. Overall, when individuals practice mindfulness, they can stay present in the moment, while cultivating a reflective mindset, allowing them to accept the presence of discomfort, analyze the problem openly, stay regulated and explore different ways of thinking. 

The benefits of mindfulness have the potential to positively impact the classroom environment, as well as the wellbeing of teachers and students. By practicing and developing mindfulness, teachers can foster their own emotion regulation skills, increase opportunities for compassion and empathy, and encourage an environment of learning and trust. This leads to classroom-wide positive wellbeing outcomes, such as an enhanced ability to navigate classroom dynamics, address student challenges, and deliver effective education. 

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Benefits of mindfulness 

• Emotional regulation during times of stress. 
• Reduction of burnout
• Improved overall physical and mental wellbeing. 
• Judgment-free observation of thoughts and feelings
• Responding, not reacting 
• Promotes a calm and supportive internal and external environments 
• Increases cognitive functions, such as attention and engagement 
• Increased capacity for understanding the needs and emotions of ourselves and others
• Increased proactive behaviours, such as appropriate support, increased patience, opportunity for teamwork/collaboration, and identification of individual needs. 
• Enhanced empathy and compassion skills
• Enhanced sense of safety and trust. 
• Increased ‘in the moment’ attention, not thinking about the last or next class, instead maintaining attention to the students in front of them.

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Ways to practice mindfulness 

Mindfulness can be incorporated into the day in the form of intentional practice during class time, or by weaving mindfulness into moments of personal wellbeing.    

• Focussed listening: Deliberate observation of others verbal and nonverbal cues when they talk. Provide space for others to express themselves, without interrupting. Maintain eye contact, and reflect back key information to confirm their experience. 
• Practicing non-judgmental acceptance: Considering our own beliefs, values, and judgements, and noticing how these may influence interactions with others. Non-judgmentally accepting others' presence, and practicing openness to allow for everyone to have their own experiences and perspectives. 
• Self-reflection: Reflect on teaching practices, emotional responses to students, and areas for growth. Ask reflective questions such as “what did I do well today” or “what could I have done differently”. Give yourself time to do this, and remember to practice with a non-judgmental mindset, as self-reflection is a beneficial tool for growth, rather than one for self-criticism. 
• Present-moment focus: Go through the 5 senses - in this moment, what can you see, smell, taste, touch and hear? Focus and slow your breath, notice sensations within your body, and allow thoughts to pass non-judgmentally, focussing on the present sensations of the moment. This can be done independently, or alongside another activity, such as when walking or eating. 
• Practice selfcare: recharge and engage in healthy work-life habits.

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Wellbeing activity - Developing a self-care plan 

This simple, personalisable exercise invites you to reflect on different areas of your life and what you can do within these areas to support wellness and understand when and how to self care.

STEP 1

Take a moment to list what “wellness” looks like in these five core areas - what do these areas look like when you are achieving ideal wellness: 

1. Professional
2. Spiritual
3. Social
4. Physical
5. Emotional

STEP 2

Work through what it looks like across these areas when wellbeing is reduced. 

STEP 3

The final step is to look at each category and list self care strategies that align with these domains. For example:

• Professional health: reaching out for support or taking micro-breaks 
• Emotional health: go for a walk in the fresh air during a lunch break or at the end of your day, connect with a healthcare professional. 
• Spiritual health: connect with communities or groups which foster positive relationships, align with your values and opportunities for self-expression. 

By the end of this task, you are left with a roadmap of what wellness looks like for you, an understanding of what signs of stress and burnout look like across all domains of health and some ideas for what can help you restore and fill up your cup. Rather than letting barriers get in the way of self care, remember that selfcare is individualised and selfless, not selfish - you can only give adequately to others, if you are looking after yourself first.

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Download a copy of our Self-Care Plan by completing the form below!

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NEW! Staff Wellbeing Add-On is now available in the Komodo Platform, click the banner below to learn more! 

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The contents of this blog were previously published in blogs titled Staff Wellbeing How to self care, Mindfulness for teachers by Abby Dale-Bates, Registered Psychologist, and Teacher wellbeing & burnout by Ilia Lindsay, Registered Psychologist, Komodo Psychology Lead. They have been reviewed and edited for clarity. Last reviewed by Hannah Longley, Registered Psychotherapist, Komodo Psychology Team and updated August 2024.

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References:

• Butler, L. D., Mercer, K. A., McClain-Meeder, K., Horne, D. M., & Dudley, M. (2019). Six domains of self-care: Attending to the whole person. Journal of Human Behavior in the Social Environment, 29(1), 107-124.
• Evans, K., Hoyle, T., Roberts, F., & Yusuf, B. (Eds.). (2021). The Big Book of Whole School Wellbeing. SAGE.
• Hinds, D. (2019). Teacher recruitment and retention strategy.
• Jerrim, J., Sims, S., Taylor, H., & Allen, R. (2020). How does the mental health and wellbeing of teachers compare to other professions? Evidence from eleven survey datasets. Review of Education, 8(3), 659-689.
• Madigan, D. J., & Kim, L. E. (2021). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International journal of educational research, 105, 101714.
• Pyhältö, K., Pietarinen, J., Haverinen, K., Tikkanen, L., & Soini, T. (2021). Teacher burnout profiles and proactive strategies. European Journal of Psychology of Education, 36(1), 219-242.
• Saloviita, T., & Pakarinen, E. (2021). Teacher burnout explained: Teacher-, student-, and organisation-level variables. Teaching and Teacher Education, 97, 103221.
• Thom, J. (2020). Teacher Resilience: Managing stress and anxiety to thrive in the classroom. John Catt Educational.
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• Jennings, P. A. (2015). Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom (The Norton Series on the Social Neuroscience of Education). United States: W. W. Norton.
• Jennings, P. (2015). Seven ways mindfulness can help teachers. Greater good magazine. https://greatergood.berkeley.edu/article/item/seven_ways_mindfulness_can_help_teachers
• Sanger, K. L., & Dorjee, D. (2015). Mindfulness Training for Adolescents: A
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• Tarrasch, R., Berger, R. & Grossman, D. Mindfulness and Compassion as Key Factors in Improving teacher’s Well Being. Mindfulness 11, 1049–1061 (2020). https://doi.org/10.1007/s12671-020-01304-x
• Tatter, G. (2019). Making time for mindfulness. Harvard Graduate School of Education. https://www.gse.harvard.edu/news/uk/19/01/making-time-mindfulness#:~:text=Research%20has%20also%20shown%20mindfulness,more%20effective%20in%20the%20classroom.
• Crowe, A. (2021). The Importance of Self Care for Teachers & 20 Ways to Help. Prodigy. https://www.prodigygame.com/main-en/blog/teacher-self-care/‍
• Kun, A., & Gadanecz, P. (2022). Workplace happiness, wellbeing and their relationship with psychological capital: A study of Hungarian teachers. Current Psychology, 41, 185-199.
• Lipscomb, S. T., Chandler, K. D., Abshire, C. et al. Early Childhood Teachers’ self-efficacy and professional support predict work engagement. Early Childhood Educ 50, 675-685 (2022). https://doi.org/10.1007/s10643-021-01182-5‍
• Savill-Smith, C,. & Scanlan, D. (2022). Teacher Wellbeing Index 2022. ‍
• https://www.educationsupport.org.uk/media/zoga2r13/teacher-wellbeing-index-2022.pdf‍
• Stark, K., Daulat, N., & King, S. (2022). A vision for teachers’ emotional wellbeing. Phi Delta Kappan, 103(5), 24-30.
• TUIO Staff (2022). Self-care for teachers and why it matters: 7 Simple Tips. https://tuiopay.com/blog/self-care-for-teachers/

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